Briefing Session on Updating

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Ongoing Renewal of the School Curriculum:

Briefing Session on Updating of Technology Education Key Learning Area Curriculum

Guide (2017)

9, 11 May 2017 TE Section Education Bureau

1

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Background

• In response to the changing local, regional and global contexts and to maintain Hong Kong’s competitiveness, the school curriculum is being renewed to sustain and deepen its accomplishments achieved so far and to identify new emphases to focus on for the next five to ten years.

• The ongoing renewal of the school curriculum continues to adopt and support a student-centred curriculum based on the guiding principles for the Learning to Learn curriculum reform since 2001, and aims to promoting whole-person development as well as nurturing lifelong and self-directed learning capabilities among students.

• The curriculum guides of the eight Key Learning Areas (KLAs)

are updated to incorporate corresponding renewals of the Basic

Education curriculum Guide (Primary 1 – 6) (2014) and

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Objectives

• To introduce the background rationale and principles for the ongoing renewal of the school curriculum

• To report views and suggestions collected from

stakeholder on the major updates of the Technology Education (TE) Key Learning Area (KLA) curriculum

• To brief on the major updates of the TE KLA Curriculum

Guide and related support measures

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Programme

• Introduction

- Updating of the TE KLA Curriculum Guide

• Sharing and Discussion Session

- Buddhist Ho Lam Kam Secondary School

- Ling Liang Church M H Lau Secondary School

• Questions and Answers

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➢ Teachers generally agreed (agreed and strongly agreed) with the major updates to be made in the TE KLA Curriculum guide

Consultation Sessions and School Survey on the Updating of the TE KLA Curriculum Guide

(Nov 2015 – Jan 2016)

• Integrative learning and application skills of students through STEM education

(90.6%)

• Generic skills, values education (including Basic Law

education), language across the curriculum and information literacy

(75%)

• e-Learning (90%)

• Holistic school-based Technology Education curriculum planning

(82.2%)

• Catering for learner diversity (87.9%)

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➢ Teachers generally agreed (agreed and strongly agreed) with the principles, approaches and strategies of promoting STEM

education

Consultation Sessions and School Survey on the Updating of the TE KLA Curriculum Guide

(Nov 2015 – Jan 2016)

• The promotion of STEM education is introduced as a key emphasis of the ongoing renewal of the school curriculum.

Its focus is to unleash students’ potential and develop their capacity to innovate by enhancing their creativity and problem-solving skills, as well as their interest in learning through integrating and applying knowledge and skills across disciplines of Science, Technology and Mathematics Education KLAs.

(92.8%)

• Recommended approaches for organising STEM-related learning activities

• Learning activities based on topics of a KLA for students to integrate relevant learning elements from other KLAs

• Projects for students to integrate relevant learning elements

(87.6%)

• Proposed strategies for promoting STEM education

• Renew the curricula of Science, Technology and Mathematics Education KLAs

(90.3%)

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Consultation Sessions and School Survey on the Updating of the TE KLA Curriculum Guide

(Nov 2015 – Jan 2016)

Areas that schools required support most

- Holistic curriculum planning - STEM education

- Enhancing students’ technological literacy - Pedagogies

- Catering for learner diversity Support measures that could

best address the needs and concerns of schools

- Professional development programmes - Resource packages

- Online resources

- School-based support

Teachers’ concerns - Curriculum: contents, pedagogies, planning - Lesson time (insufficient)

- Subject expertise - Interface

- Workload

- Support measures

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STEM Education & ITE

• The TE KLA contributes to the promotion of STEM education through:

- developing among students a solid knowledge base and enhancing their interest in technology for future specialisation studies and careers;

- strengthening students’ ability to integrate and apply knowledge and skills (including skills related to hands-on experiences) within and across the KLAs of Science, Technology and Mathematics Education;

- fostering innovation in meeting the challenges of economic and technological development;

- strengthening the collaboration among teachers in schools and the partnerships with community stakeholders.

• Information Literacy refers to the ability and attitude that would lead to an

effective and ethical use of information. It aims to develop students’ abilities to:

- identify the need for information

- locate, evaluate, extract, organise and present information - create new ideas

- cope with the dynamic in our information world

- use information ethically and refrain from immoral practices such as cyber

bullying, infringing intellectual property rights

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Values Education

• The development process in technology involves a great deal of decision making to nurture students’ technological awareness through:

- the choice of design to meet specific needs - the choice of materials for a specific design

- the choice of process, tools, equipment to realise a design

• The decision-making process involves the assessment of constraints, cost effectiveness and the impact of sustainable development, such as:

- an environment-friendly materials versus an increased cost - a highly automated process versus cutting jobs

- Globalisation versus clustering of local economics

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Language across the Curriculum (LaC)

Technology teachers can collaborate with the Chinese/English teachers to facilitate LaC through:

- identifying plan or schedule of work to facilitate transfer to

Chinese/English language knowledge and relevant language skills - developing learning, teaching and assessment materials, and

activities that connect students’ learning experiences - identifying common topics between the TE KLA and

Chinese/English Language subjects

- exposing students to text types typical of the TE KLA (e.g.

procedure/instructions)

- Teaching language features and rhetorical functions specific to TE

KLA (e.g. providing reasons and explanations, stating causes and

effects, comparing and contrasting, giving explanations)

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TE KLA Curriculum Guide - Aims

• TE curriculum aims

➢ Alignment of the TE curriculum aims with the updated 7 learning goals of the school curriculum

- Emphasising the development of technological literacy in students

through the three TE strands

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TE KLA Curriculum Guide - Framework

• The curriculum framework is updated to include Key Stage 4

• The importance of interfaces in various key stages are

emphasised

• Learning elements under the knowledge contexts were elaborated (ref: EDBCM 87/2013)

• Major Renewed Emphases (MREs): e.g. STEM education

& IT in Ed., Values Ed., etc.

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TE KLA Curriculum Guide - Curriculum Planning

• The importance of holistic curriculum planning as well as collaborations among teachers are emphasised

• TE is the entitlement of every students and 8% - 15% of the school’s total curriculum time is recommended for TE KLA at the junior secondary level

• TE KLA curriculum provides an open and flexible framework with 6 knowledge contexts

• There are core and extension learning elements. Core learning elements are suggested for all students.

• Different modes of TE curriculum implementation - Subject-based

- Aligning subjects

- Collaborative teaching of subjects

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Collaborative teaching of subjects

Characteristics and Facilitating Conditions

Examples

• Team teaching to create more space for student learning

• Learning elements of

different subjects clustered to form modules

• Cross-KLA studies

Integrated learning elements in Technology Subjects: Computer Control and Robotics - Students apply the knowledge acquired

in “Programming Concepts” for

designing the robots to perform different operation

- Students apply the knowledge and skills in “Materials and Structures” and

“Control for Automation” for working

out the robot models

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Theme-based learning

Characteristics and Facilitating Conditions

Examples

• Themes used as platforms for organising learning experiences

• Cross-KLA studies

• Life-wide learning

• Projects or coursework

• Establishing links between subjects (CL, D&T, HEc/TL: Green Living

- Students are asked to explore issues of green design, green technology and green enterprise in response to related

environmental concerns with examples provided by different subjects

• Establishing links between KLAs (ME, SE, TE): Greenhouse

- Students are requested to build a model of

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TE KLA Curriculum Guide - Highlights

• Enriched Learning elements with updated learning content

➢ 3D printing

• Requirement of teaching Computer Programming

➢ 30% of lesson time of ICT knowledge context is recommended for teaching programming

• Updated examples

➢ About 50 examples as well as learning and teaching

activities are provided for schools’ reference

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Learning Elements under Knowledge Contexts in Technology Education

Technology

&

Living Systems

&

Control Strategies

&

Management

Business Environments,

Operations &

Organisations

Resources Management

Marketing Operations

&

Manufacturing

Tools &

Equipment

Production Process

Project Management Materials

&

Structures

Materials &

Resources

Material Processing

Structures &

Mechanisms Information &

Communication Technology

Computer Systems

Computer Networks

Programming Concepts

Concepts of System

Application of Systems

System Integration

Control &

Automation

Food & Nutrition

Food Preparation

& Processing

Fabric &

Clothing Construction

Fashion &

Dress Sense

Family Living

Home Management &

Technology

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Knowledge contexts Modules* Learning objectives Information and

Communication Technology (ICT)

K1 Computer Systems Understand and apply ICT as a prime tool for learning and in our daily life K2 Programming Concepts

K16 Information Processing and Presentation

E1 Computer Networks

Materials and Structures

K3 Materials and Resources Understand the importance of

materials and resources in the design process

K4 Structures and Mechanisms E2 Material Processing

Operations and Manufacturing

K5 Tools and Equipment Understand how to manage the resources and processes required to realise their design solutions

K6 Production Process E3 Project Management

Strategies and Management

K7 Business Environments, Operations and Organisations

Understand the concepts of business and management

E4 Resources Management E5 Marketing

Systems and Control

K8 Concepts of System Understand the concepts,

applications and implications of both micro and macro systems

K9 Application of Systems E6 System Integration E7 Control and Automation

Technology and Living

K10 Food and Nutrition Understand how technology affects our lives and enhances the nurturing of quality people and quality homes K11 Food Preparation and Processing

K12 Fabric and Clothing Construction K13 Fashion and Dress Sense

K14 Family Living

K15 Home Management and Technology E8 Fabric and Clothing Construction E9 Fashion and Dress Sense

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8% of the Total Lesson Time for KS3 (220 hours)

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15% of the Total Lesson Time for KS3 (413 hours)

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Holistic

Curriculum Development in the TE KLA

• Education trends

• School vision and mission

• Analysis of school context

• Students’ interests and abilities, and teachers’ expertise

Curriculum Emphases for Technology

Education Curriculum

documents:

Secondary Education Curriculum Guide

Technology Education KLA Curriculum Guide

General Studies Curriculum Guide

Curriculum and Assessment

Guides for Technology Elective Subjects

at the Senior

Holistic

Curriculum Development Planning-Implementation-

Evaluation

Collaboration among teachers (within the TE KLA and

across other KLAs, e.g.

planning STEM-related activities)

A school Technology Curriculum with Vertical

Continuity and Lateral Coherence

Smooth Learning

Resources

&

Support

Learning and teaching resources Community

resources School facilities &

support Research &

Development projects Professional development of school leaders and

teachers

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Support Measures for Planning,

Learning and Teaching the TE

curricula

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Support measures

a) Learning and Teaching Resources

b) Professional Development Programmes

c) Grants

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(a) Learning and Teaching Resources

Junior Secondary (e.g.)

• Implementation of the Enriched TE KLA Curriculum for

Secondary 1 to 3 – Learning Element Modules related to Design and Technology

• Learning and teaching materials covering topics under the

knowledge context of “Strategies & Management” with three topics, namely “Business Environments, Operations and

Organisations” (Module K7), “Resources Management” (Module E4) and “Marketing” (Module E5)

• Unplugged Activities for Learning and Teaching of Programming (at upper primary and junior secondary levels)

• Learning and Teaching Resource Materials on Basic Food Science

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(a) Learning and Teaching Resources

Senior Secondary (e.g.)

• The Simplified Version of Design and Applied Technology Learning and Teaching Resources at Senior Secondary Level

• Experimental Tests for Food and Textile in Technology and Living

• Topic-based Resources for Health Management and Social Care

• Modular-based Resources, Learning and Teaching Resources

Kit for Business, Accounting and Financial Studies

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(a) Learning and Teaching Resources

• The EDB Website – TE KLA

http://www.edb.gov.hk/en/curriculum-development/kla/technology-

edu/resources/index.html

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(a) Learning and Teaching Resources

• The EDB One-stop portal

http://www.hkedcity.net/edbosp/

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(a) Learning and Teaching Resources

• Technology Education KLA Resources Depository

http://edblog.hkedcity.net/te

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(a) Learning and Teaching Resources

• STEM Education website

http://stem.edb.hkedcity.net/en/home/

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(a) Learning and Teaching Resources

• STEM Databank

Sorted by Category and by Level

Design Amazing Flying Machine (Singapore)

STEM projects from different countries

Major competitions and activities for students

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(b) Professional Development Programmes

• Understanding and Interpreting Curriculum / Curriculum Planning

• Learning and Teaching Strategies

• Knowledge Enrichment

• Assessment for Learning

• Sharing of Learning and Teaching Resources

• For the promotion of STEM Education

- Symposia

- Experience sharing sessions on STEM

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• Operating Expenses Block Grant (OEBG) / Extended Operating Expenses Block Grant (EOEBG) (EDBCM No.114/2016)

- Consolidated Subject Grant (綜合科目津貼)

- Composite Furniture and Equipment Grant (綜合家具及設備津貼) - Composite Information Technology Grant (資訊科技綜合津貼)

Recurrent Grant

(c) Grants

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• One-off Information Technology Grant for e- Learning in Schools (EDBCM No.185/2016 )

在學校推動電子學習的一筆過資訊科技津貼

• *One-off STEM Grant

一筆過STEM津貼

Non-recurrent Grant

*EDBCM No.31/2016 for Primary Schools and EDBCM No.68/2017 for Secondary Schools

To procure resources and/or upgrade some existing resources for the implementation of school-based STEM-related activities including projects and competitions;

To organise STEM-related activities such as school-based scientific and technological

activities/competitions; and

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Thank You

Figure

Updating...

References

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